A formação do coordenador pedagógico da Educação Infantil: memoriais e encontros reflexivos como possibilidades

Detalhes bibliográficos
Autor(a) principal: Santos, Alessandra Olivieri
Data de Publicação: 2023
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/39675
Resumo: The overall aim of this study was to promote a reflective thinking process in pedagogical coordinators working in early childhood education in order to identify how a formative experience consisting of reflective encounters and the writing of memoirs inspired by biographical workshops contributed to raising awareness for the coordinator’s role as a teacher trainer. The specific aims are to map and characterize pedagogical coordinators working in early childhood education in a Municipal Board of Education District situated in the southern area of São Paulo city; promote a reflective process of teacher trainers’ qualification, a process which was inspired by biographical workshops and included writing a formative memoir; contribute to the fact that those professionals of early childhood education become aware of the importance of their professional qualification; contribute to professional development based on agency, leading the pedagogical coordinators to develop a sense of continuous training of themselves and others. The study presented a qualitative and subjective approach, for it intended to comprehend and evaluate the reality of the context in which it occurred, counting on the engagement of the study’s participants termed confessing participants. By that, it was intended that the study contributed to the improvement of coordinator training and that it strived for them to become aware of the importance of their professional development, by thinking about their formative trajectory, improve their performance as teacher trainers and hence help teachers with whom they work to hone their pedagogical practice skills. We started from the premise that the record of these professionals’ trajectories may help them to continue in their work, illuminating their achievements, battles, and pathways. The study took as its starting point the following problematization: who trains the teacher trainer? And its justification was to draw attention to the qualification of pedagogical coordinators working in early childhood education. The research was based on the theoretical premises of Delory-Momberger (2006) for the biographical workshop; Josso (2004, 2007 and 2008) for life stories; Passeggi (2010a, 2010b, 2021) and Passeggi, Nascimento and Oliveira (2016) and Prado and Soligo (2007) and Prado (2018) for memoirs; Imbernón (2009, 2010, 2011) and Nóvoa (2009, 2014, 2022) for qualification; Placco and Souza (2006), Placco and Almeida (2011) and Domingues (2014) for pedagogical coordination, and Bragança (2009, 2018,) for data analysis. The results showed that promoting reflective thinking on qualification of these professionals enabled them to grow by becoming aware of their formative trajectory. The research also highlighted that creating a study group enhanced dialogue amongst peers, helped the coordinators in their professional development and in expanding and perfecting their practice as teacher trainers
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spelling Passos, Laurizete Ferraguthttp://lattes.cnpq.br/1852839499967790http://lattes.cnpq.br/8610937145510958Santos, Alessandra Olivieri2023-10-18T14:39:48Z2023-10-18T14:39:48Z2023-09-04Santos, Alessandra Olivieri. A formação do coordenador pedagógico da Educação Infantil: memoriais e encontros reflexivos como possibilidades. 2023. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023.https://repositorio.pucsp.br/jspui/handle/handle/39675The overall aim of this study was to promote a reflective thinking process in pedagogical coordinators working in early childhood education in order to identify how a formative experience consisting of reflective encounters and the writing of memoirs inspired by biographical workshops contributed to raising awareness for the coordinator’s role as a teacher trainer. The specific aims are to map and characterize pedagogical coordinators working in early childhood education in a Municipal Board of Education District situated in the southern area of São Paulo city; promote a reflective process of teacher trainers’ qualification, a process which was inspired by biographical workshops and included writing a formative memoir; contribute to the fact that those professionals of early childhood education become aware of the importance of their professional qualification; contribute to professional development based on agency, leading the pedagogical coordinators to develop a sense of continuous training of themselves and others. The study presented a qualitative and subjective approach, for it intended to comprehend and evaluate the reality of the context in which it occurred, counting on the engagement of the study’s participants termed confessing participants. By that, it was intended that the study contributed to the improvement of coordinator training and that it strived for them to become aware of the importance of their professional development, by thinking about their formative trajectory, improve their performance as teacher trainers and hence help teachers with whom they work to hone their pedagogical practice skills. We started from the premise that the record of these professionals’ trajectories may help them to continue in their work, illuminating their achievements, battles, and pathways. The study took as its starting point the following problematization: who trains the teacher trainer? And its justification was to draw attention to the qualification of pedagogical coordinators working in early childhood education. The research was based on the theoretical premises of Delory-Momberger (2006) for the biographical workshop; Josso (2004, 2007 and 2008) for life stories; Passeggi (2010a, 2010b, 2021) and Passeggi, Nascimento and Oliveira (2016) and Prado and Soligo (2007) and Prado (2018) for memoirs; Imbernón (2009, 2010, 2011) and Nóvoa (2009, 2014, 2022) for qualification; Placco and Souza (2006), Placco and Almeida (2011) and Domingues (2014) for pedagogical coordination, and Bragança (2009, 2018,) for data analysis. The results showed that promoting reflective thinking on qualification of these professionals enabled them to grow by becoming aware of their formative trajectory. The research also highlighted that creating a study group enhanced dialogue amongst peers, helped the coordinators in their professional development and in expanding and perfecting their practice as teacher trainersEste estudo tem como objetivo geral promover um processo reflexivo do coordenador pedagógico da Educação Infantil a fim de identificar como a experiência formadora, a partir da escrita dos memoriais inspirados nos ateliês biográficos, contribui para a tomada de consciência a respeito do seu papel de formador de professores. Os objetivos específicos são: a) mapear e caracterizar os coordenadores pedagógicos da Educação Infantil de uma Diretoria de Ensino localizada na zona sul da cidade de São Paulo; b) promover um processo reflexivo de formação dos formadores de professores inspirados nos ateliês biográficos, por meio da elaboração do memorial formativo; c) contribuir para que esse profissional da Educação Infantil tome consciência da importância de sua formação profissional; d) contribuir para o desenvolvimento profissional embasado na agência, levando os coordenadores pedagógicos a desenvolver a formação contínua de si e do outro. A abordagem metodológica adotada é de natureza qualitativa e subjetiva, de forma a possibilitar a compreensão e a interpretação da realidade do contexto no qual ocorreu, tendo o envolvimento ativo dos participantes da pesquisa, denominados participantes confessantes. Tenciona-se com isso contribuir para a melhoria da formação dos coordenadores, de modo que esses, ao pensarem em seu percurso formativo, possam tomar consciência da importância do seu desenvolvimento profissional, melhorando a sua atuação como formador de professores e, consequentemente, auxiliando os docentes com os quais trabalha a aprimorar suas práticas pedagógicas. Parte-se do pressuposto de que o registro do percurso desses profissionais pode auxiliar na continuidade do trabalho por eles realizado, dando luz às suas conquistas, lutas e trajetórias. O estudo baseia-se na seguinte problematização: quem forma o formador? Justifica-se pela necessidade de chamar a atenção para a formação do coordenador pedagógico que atua na Educação Infantil. A fundamentação teórica é composta, entre outros autores, por Delory-Momberger (2006), que aborda o ateliê biográfico; Josso (2004, 2007, 2008), que trata das histórias de vida; Passeggi (2010a, 2010b, 2021), Passeggi, Nascimento e Oliveira (2016), Prado e Soligo (2007) e Prado et al. (2018), que discorrem sobre os memoriais; Imbernón (2009, 2010, 2011) e Nóvoa (2009, 2014, 2022), que versam sobre formação; Placco e Souza (2006), Placco e Almeida (2011) e Domingues (2014), que discutem a coordenação pedagógica; e Bragança (2009, 2018), que explana a análise de dados. Os resultados revelaram a promoção da reflexividade no que diz respeito à formação desses profissionais, possibilitando-lhes o desenvolvimento a partir da tomada de consciência do seu percurso formativo. A pesquisa evidenciou que a criação de um grupo de estudos aprimorou o diálogo entre os pares, auxiliou o coordenador a se desenvolver profissionalmente e a ampliar e aperfeiçoar suas práticas como formador de professoresConselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPqporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBrasilFaculdade de EducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONALAteliê biográficoEducação infantilMemoriais de formaçãoDesenvolvimento profissionalPesquisa (auto)biográficaBiographical workshopsEarly childhood educationMemoirs of teacher trainingProfessional development(Auto)biographical researchA formação do coordenador pedagógico da Educação Infantil: memoriais e encontros reflexivos como possibilidadesPedagogical coordinator qualification/training in Early Childhood Education: memoirs and reflective encounters as formative possibilitiesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPORIGINALAlessandra Olivieri Santos.pdfapplication/pdf3111370https://repositorio.pucsp.br/xmlui/bitstream/handle/39675/1/Alessandra%20Olivieri%20Santos.pdf2c5d6a3fa6ec5098620b08d7cac5e1b5MD51TEXTAlessandra Olivieri Santos.pdf.txtAlessandra Olivieri Santos.pdf.txtExtracted texttext/plain498582https://repositorio.pucsp.br/xmlui/bitstream/handle/39675/2/Alessandra%20Olivieri%20Santos.pdf.txt2b0b415ecd8fd494996d0b51c03889c8MD52THUMBNAILAlessandra Olivieri Santos.pdf.jpgAlessandra Olivieri Santos.pdf.jpgGenerated Thumbnailimage/jpeg1283https://repositorio.pucsp.br/xmlui/bitstream/handle/39675/3/Alessandra%20Olivieri%20Santos.pdf.jpg82bd407480c4615d7d3a20deee4ebc19MD53handle/396752023-10-19 01:03:32.84oai:repositorio.pucsp.br:handle/39675Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2023-10-19T04:03:32Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.pt_BR.fl_str_mv A formação do coordenador pedagógico da Educação Infantil: memoriais e encontros reflexivos como possibilidades
dc.title.alternative.en_US.fl_str_mv Pedagogical coordinator qualification/training in Early Childhood Education: memoirs and reflective encounters as formative possibilities
title A formação do coordenador pedagógico da Educação Infantil: memoriais e encontros reflexivos como possibilidades
spellingShingle A formação do coordenador pedagógico da Educação Infantil: memoriais e encontros reflexivos como possibilidades
Santos, Alessandra Olivieri
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
Ateliê biográfico
Educação infantil
Memoriais de formação
Desenvolvimento profissional
Pesquisa (auto)biográfica
Biographical workshops
Early childhood education
Memoirs of teacher training
Professional development
(Auto)biographical research
title_short A formação do coordenador pedagógico da Educação Infantil: memoriais e encontros reflexivos como possibilidades
title_full A formação do coordenador pedagógico da Educação Infantil: memoriais e encontros reflexivos como possibilidades
title_fullStr A formação do coordenador pedagógico da Educação Infantil: memoriais e encontros reflexivos como possibilidades
title_full_unstemmed A formação do coordenador pedagógico da Educação Infantil: memoriais e encontros reflexivos como possibilidades
title_sort A formação do coordenador pedagógico da Educação Infantil: memoriais e encontros reflexivos como possibilidades
author Santos, Alessandra Olivieri
author_facet Santos, Alessandra Olivieri
author_role author
dc.contributor.advisor1.fl_str_mv Passos, Laurizete Ferragut
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/1852839499967790
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/8610937145510958
dc.contributor.author.fl_str_mv Santos, Alessandra Olivieri
contributor_str_mv Passos, Laurizete Ferragut
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
topic CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
Ateliê biográfico
Educação infantil
Memoriais de formação
Desenvolvimento profissional
Pesquisa (auto)biográfica
Biographical workshops
Early childhood education
Memoirs of teacher training
Professional development
(Auto)biographical research
dc.subject.por.fl_str_mv Ateliê biográfico
Educação infantil
Memoriais de formação
Desenvolvimento profissional
Pesquisa (auto)biográfica
dc.subject.eng.fl_str_mv Biographical workshops
Early childhood education
Memoirs of teacher training
Professional development
(Auto)biographical research
description The overall aim of this study was to promote a reflective thinking process in pedagogical coordinators working in early childhood education in order to identify how a formative experience consisting of reflective encounters and the writing of memoirs inspired by biographical workshops contributed to raising awareness for the coordinator’s role as a teacher trainer. The specific aims are to map and characterize pedagogical coordinators working in early childhood education in a Municipal Board of Education District situated in the southern area of São Paulo city; promote a reflective process of teacher trainers’ qualification, a process which was inspired by biographical workshops and included writing a formative memoir; contribute to the fact that those professionals of early childhood education become aware of the importance of their professional qualification; contribute to professional development based on agency, leading the pedagogical coordinators to develop a sense of continuous training of themselves and others. The study presented a qualitative and subjective approach, for it intended to comprehend and evaluate the reality of the context in which it occurred, counting on the engagement of the study’s participants termed confessing participants. By that, it was intended that the study contributed to the improvement of coordinator training and that it strived for them to become aware of the importance of their professional development, by thinking about their formative trajectory, improve their performance as teacher trainers and hence help teachers with whom they work to hone their pedagogical practice skills. We started from the premise that the record of these professionals’ trajectories may help them to continue in their work, illuminating their achievements, battles, and pathways. The study took as its starting point the following problematization: who trains the teacher trainer? And its justification was to draw attention to the qualification of pedagogical coordinators working in early childhood education. The research was based on the theoretical premises of Delory-Momberger (2006) for the biographical workshop; Josso (2004, 2007 and 2008) for life stories; Passeggi (2010a, 2010b, 2021) and Passeggi, Nascimento and Oliveira (2016) and Prado and Soligo (2007) and Prado (2018) for memoirs; Imbernón (2009, 2010, 2011) and Nóvoa (2009, 2014, 2022) for qualification; Placco and Souza (2006), Placco and Almeida (2011) and Domingues (2014) for pedagogical coordination, and Bragança (2009, 2018,) for data analysis. The results showed that promoting reflective thinking on qualification of these professionals enabled them to grow by becoming aware of their formative trajectory. The research also highlighted that creating a study group enhanced dialogue amongst peers, helped the coordinators in their professional development and in expanding and perfecting their practice as teacher trainers
publishDate 2023
dc.date.accessioned.fl_str_mv 2023-10-18T14:39:48Z
dc.date.available.fl_str_mv 2023-10-18T14:39:48Z
dc.date.issued.fl_str_mv 2023-09-04
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dc.identifier.citation.fl_str_mv Santos, Alessandra Olivieri. A formação do coordenador pedagógico da Educação Infantil: memoriais e encontros reflexivos como possibilidades. 2023. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023.
dc.identifier.uri.fl_str_mv https://repositorio.pucsp.br/jspui/handle/handle/39675
identifier_str_mv Santos, Alessandra Olivieri. A formação do coordenador pedagógico da Educação Infantil: memoriais e encontros reflexivos como possibilidades. 2023. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023.
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